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Version 1 © BIIAB August 2017 www.biiab.org
Qualification Handbook
BIIAB Level 2 Award for Working as a
Security Officer within the Private Security
Industry 601/4811/1
Version 1
BIIAB Level 2 Award for Working as a Security Officer within the Private Security Industry
Version 1 © BIIAB August 2017 www.biiab.org
Version and date Change, alteration or addition
Section
BIIAB Level 2 Award for Working as a Security Officer within the Private Security Industry
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Table of Contents
1. About the BIIAB Level 2 Award for Working as a Security
Officer within the Private Security Industry ................................. 3
2. Objective and Purpose of the Qualification ................................. 3
3. About this Handbook ................................................................. 4
4. BIIAB Customer Service .............................................................. 4
5. What are Rules of Combination (ROC)? ....................................... 5
6. BIIAB Level 2 Award for Working as a Security Officer within
the Private Security Industry Rules of Combination (ROC) and
Structure .................................................................................... 6
7. Age Restriction ........................................................................... 7
8. Entry Requirements and Progression .......................................... 7
9. Assessment ................................................................................ 8
10. Standard Delivery Times for Units ........................................... 11
11. Distance Learning ................................................................... 11
12. Resources ............................................................................... 12
13. Design and Delivery ................................................................ 13
14. Format of Units ...................................................................... 14
15. Initial Registration .................................................................. 16
16. Qualification Review and Feedback ........................................ 17
17. Units ...................................................................................... 17
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1. About the BIIAB Level 2 Award for Working as a Security Officer within the Private Security Industry
BIIAB is regulated for the delivery of security qualifications by Ofqual in England and by CCEA
Regulation in Northern Ireland. The qualifications have unique Qualification Numbers which
are shown below. Each unit within the qualification will also have a regulatory Unit Reference
Number (URN).
The Qualification Number will be displayed on the final certificate for the qualification.
Qualification Title Qualification Number
BIIAB Level 2 Award for Working as a Security Officer within the Private Security Industry
601/4811/1
2. Objective and Purpose of the Qualification
The BIIAB Level 2 Award for Working as a Security Officer within the Private Security Industry is designed to show that learners have obtained and can demonstrate the knowledge and skills required to be a Security Officer.
The primary purpose of the qualification is to confirm occupational competence and/or 'licence
to practise'. However, employers can also rely on the knowledge provided as meeting
nationally recognised standards within security, at this level as such the sub-purpose is to
Confirm the ability to meet a 'licence to practise' or other legal requirements made by the
relevant sector, professional or industry body.
Under the Private Security Industry Act 2001, all security officers must hold a licence to practise issued by the Security Industry Authority (SIA). Successful completion of this course enables a security officer to meet one of the requirements to apply for their licence.
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3. About this Handbook
This support pack has been developed to provide guidance for learners, assessors and quality
assurers undertaking, delivering, or quality assuring these qualifications.
The purpose of the support pack is to provide the majority of the key information that may be
needed to prepare for, and help support, the successful delivery of the qualifications, in one
place.
If this pack is updated, centres will be notified via the BIIAB monthly newsletter which goes to
approved centres.
4. BIIAB Customer Service
BIIAB is committed to giving the highest possible levels of customer service. The BIIAB’s Service
Level Agreement is available via www.biiab.org.
Our Customer Service team can be contacted between the hours of 0900 and 1700 Monday to
Friday by using the contact details below, or outside those hours, by leaving a message on our
voicemail service.
Customer Service Contact Details: 01276 684449
Email: [email protected]
Our Customer Service team will be happy to assist with any administration-related enquiries you
may have. For example:
registration and certification enquiries
re-certification issues
centres available in the local area
appeals
whistleblowing.
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5. What are Rules of Combination (ROC)?
Under the Regulatory Framework, qualifications can be made up of a combination of mandatory
and/or optional units. The units and credits required to complete a qualification are set out by
the rules of combination (ROC). The ROC allows for flexibility and transferability.
The ROC will specify:
The total credit value of the qualification
The amount of credit that must be achieved within specific groupings of units (e.g.
Mandatory, Optional Unit, and Optional groups)
The minimum credit which must be achieved at the level or above the level of the qualification
The Total Qualification Time (TQT)
The Guided Learning Hours (GLH)
The title, Unit Regulation Number and BIIAB unit number for each unit, alongside its
level, credit, and GLH
Any barred units (units that cannot be taken together as part of the qualification).
When choosing the appropriate route for a learner or group of learners, it is the responsibility of the centre to ensure the rules of combination are adhered to.
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6. BIIAB Level 2 Award for Working as a Security Officer within the Private Security Industry Rules of Combination (ROC) and Structure
To achieve the BIIAB Level 2 Award for Working as a Security Officer within the Private Security Industry, learners must complete all units within the qualification. This must consist of:
Total number of units: 3
Mandatory Group A minimum number of units: 3
GLH: 19
TQT: 28
Listed below is the qualification unit.
Mandatory Unit Group A
Unit No. URN Unit Title Level Minimum contact hours
Total unit time
Assessment Method
WWPSI K/506/7176 Working within the private security industry
2 1 10 Multiple-choice assessment
WSOWPSI Y/506/7108 Working as a Security Officer within the Private Security Industry
2 10 10 Multiple-choice assessment
CMWPSI Y/506/7125 Conflict Management within the Private Security Industry
2 7.5 8 Multiple-choice assessment
Total 18.5 hours (minimum of 3 days)
28 hours
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7. Age Restriction The BIIAB Level 2 Award for Working as a Security Officer within the Private Security Industry is only suitable for learners 18 or above.
8. Entry Requirements and Progression
Security operatives are likely in the course of their work to be required to make calls to the
emergency services, or need to communicate to resolve conflict. It is essential that security
operatives are able to communicate clearly.
It is a centre’s responsibility to ensure that learners are sufficiently competent in the use of the
English language, and as such all assessment are conducted in English language only. Centres
must ensure that learners have sufficient language skills before putting the learners forward for
assessment. Centres are required to evidence this for each learner.
As a guide, learners should, as a minimum, have language skills equivalent to the following:
A B1 level qualification on the Home Office’s list of recognised English tests and
qualifications
A B1 Common European Framework of Reference for Languages (CEFR)
An ESOL qualification at (Entry Level 3) regulated by Ofqual and taken in England, Wales
or Northern Ireland
An ESOL qualification at SCQF Level 5 awarded by the Scottish Qualifications Authority
(SQA) and taken in Scotland
Functional Skills Level 1 in English
SQA Core Skills in Communication at SCQF Level 5
Essentials Skills Wales Communication Level 1.
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9. Assessment
The BIIAB Level 2 Award for Working as a Security Officer within the Private Security Industry
contains three knowledge units which are assessed.
All BIIAB-approved training centres and their assessment must adhere to the designed
assessment strategy for this qualification. The qualification contains three knowledge units, and
these units are externally set and marked by BIIAB. Assessments provided by BIIAB will ensure
that effective learning has taken place and that learners have the opportunity to:
meet the assessment criteria
achieve the learning outcomes.
Assessments will be accessible and will produce results that are valid, reliable, transparent and
fair. BIIAB will ensure that the result of each assessment taken by a learner in relation to a
qualification reflects the level of attainment demonstrated by that learner in the assessment,
and will be based upon the achievement of all of the specified learning outcomes.
In order to assess formally the learners’ knowledge, BIIAB has developed externally set,
externally marked paper-based multiple-choice assessment.
Details of the ordering process, assessment documentation, invigilation requirements to centres
and the documentation to be completed can be found in the Centre Manual for the
Administration of BIIAB Qualifications within the Security Portfolio document, available in the
password protected area of CentreZone.
BIIAB will make every effort to ensure that it allows for assessment to:
• Be up to date and current
• Reflect the context from which the learner has been taught
• Be flexible to learner needs
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Role play and simulated environment Training providers should provide practical learning in Conflict Management and Searching that is delivered as part of this qualification. Training providers should evidence that they are delivering these areas of learning through role-play, practical demonstrations and other means to ensure that each learner is able to acquire the skills required. Facilities Training must be undertaken in an environment appropriate for training and learning. The environment must be adequately equipped for training, conducive to effective learning and must comply with current Health and Safety requirements. Equipment for practical demonstrations must be readily available and fit for purpose. For practical scenarios, it may be necessary or desirable to set these up in a real or realistic work environment. Trainers involved in the delivery of licensed-linked qualifications
Approved trainers delivering programmes included in this specification must have successfully completed a formal teaching or training qualification. Qualification requirements for Trainers All trainers seeking to deliver licence-linked qualifications must either have achieved the Level 3 Award in Education and Training or a teaching or training qualification at SVQ level 3 (or equivalent), which has been accredited by SQA/QCA/Ofqual or validated by a HEI, or equivalent such as:
• PTLLS, CTLLS or DTLLS • Certificate in Education • Post Graduate Certificate in Education • SVQ levels 3 and 4 in Learning and Development • Scottish Training Qualification for Further Education (TQFE) • Professional Graduate Diploma in Education (PGDE).
Trainers who are unsure about their current qualifications or who wish to check their eligibility may do so by contacting BIIAB. Qualifications for Trainers of Conflict Management The SIA requires all trainers delivering scenario-based conflict management training for licence-linked qualifications to have received relevant training. Trainers are required to hold a qualification at or above Level 3 in The Delivery of Conflict Management Training. The SIA may publish additional requirements for trainers as and when they are agreed. Trainers looking to deliver licence-linked qualifications should ensure that they are fully familiar and compliant with the requirements. Sector Competence for Approved Trainers
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Trainers delivering the learning leading to licence-linked qualifications must demonstrate that they have the necessary experience, knowledge and understanding of the sector in which they are providing training. BIIAB will require sufficient information about a trainer’s occupational experience for consideration in the approval process, for example, experience of working in the private security industry or working in a role that can be mapped to the requirements of the private security industry. To ensure that trainers have the right occupational expertise, the SIA and BIIAB require trainers new to the sector to have three years frontline operational experience in the last ten in the UK, relevant to the qualifications that they are delivering. This experience should have been gained in the UK, although it is recognised that some overseas experience in Close Protection may also be relevant and this will be judged on individual merit. Existing trainers must demonstrate that they are taking sufficient steps to keep their occupational expertise up-to-date. Suitable steps would include attendance at relevant conferences and seminars, and continuing work experience in the sector. Trainers must be able to demonstrate evidence of a suitable level of professional development in the sector, which should include the equivalent of at least thirty hours every year spent in a combination of training, increasing professional knowledge through other means or working in the industry.
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10. Standard Delivery Times for Units
Contact time is defined as time where the learner is in the same room as the tutor and receiving training or undertaking assessment. This time DOES NOT include;
• Breaks in the delivery of the course • Checking ID.
Learning for the qualifications must be delivered to the specified time scales. Each day should not exceed eight hours of learning.
11. Distance Learning
Centres must ensure that the minimum contact hours stipulated by the SIA are being met, however the SIA and BIIAB recognise that there is some learning that contributes to the achievement of the licence-linked qualifications that can be delivered by flexible and/or distance learning. Where a centre wishes to use flexible learning in this way, they must firstly inform their awarding organisation. The centre must detail within their quality management processes each of the following:
• Which areas of learning are to be delivered by distance learning • The method of distance learning to be used • A robust and auditable method for determining that learners have undertaken the
distance learning. This will be quality assured through the awarding organisations external quality assurance processes.
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12. Resources
BIIAB provides the following additional resources for this qualification:
Multiple-choice assessments (externally set, externally marked)
Candidate Answer Sheets
Learner handbooks
Specimen questions
Resources are available for download from www.biiab.org.
Access to the Units
Units form the qualification and the standard that must be achieved in order to be awarded
each unit. This is covered within the learning outcomes, assessment criteria and the indicative
content that form part of the delivery.
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13. Design and Delivery
Centres must refer to the units that form the qualification and the standard that must be
achieved in order to be awarded each unit. This is covered within the learning outcomes and
assessment criteria that form part of the delivery.
Each unit within this qualification has been allocated a number of Guided Learning Hours (GLH).
This can include activities such as training/class room based sessions, tutorials, supervised study or supervised ‘on-the-job’ learning and face-to-face or other pre-arranged 1:1 teaching sessions (e.g. simultaneous electronic communication such as webcam contact or internet messaging). It could also include time spent undertaking assessments. The qualification will be assigned Total Qualification Time (TQT), which, as well as GLH, will include the estimated number of hours spend in preparation, study or any other supervised learning, study or assessment for an average learner. When planning how to deliver the qualification it is important to refer to this definition. Centres must refer to the Assessment Principles and Additional Requirements detailed in this
handbook when planning the delivery and assessment of these qualifications.
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14. Format of Units
All units within this qualification will be presented in a standard format that is consistent with
the format for all units of assessment. The format will give tutors and learners guidance as to
the requirements of the unit for successful completion. Each unit within this specification will be
in the format below:
Unit Title
This will be shown as it appears on the Register of Regulated Qualifications
(http://register.ofqual.gov.uk).
Unit Number / Unit Reference Number (URN)
The Unit Reference Number is the unique code that the unit is given by the Regulator. This unit
will be referenced on the final qualification certificate. The same unique code for the unit
applies in whichever qualification the unit is included within. BIIAB also assign unique unit
numbers which normally is consistent when the unit is used in multiple BIIAB qualifications.
Level
This identifies the level of demand for the unit, but may be a different level to that of the overall
qualification. The level of the units will be set according to National Occupational Standards and
the level descriptors.
Minimum Contact Time
The mandatory number of hours that learning should take place under the immediate guidance
or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or
training.
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Total Qualification Time (TQT) Total Qualification Time (TQT) is defined by Ofqual as the number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required in order for a Learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification. TQT is comprised of the following two elements:
the number of hours which an awarding organisation has assigned to a qualification for Guided Learning, and
an estimate of the number of hours a Learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by – but, unlike Guided Learning, not under the immediate guidance or supervision of – a lecturer, supervisor, tutor or other appropriate provider of education or training.
TQT is always assigned to the qualification, however a similar calculation is assigned to a unit and referenced as Total Unit Time (TUT).
Learning Outcomes and Assessment Criteria
Learning Outcomes are what the learner is expected to know, understand or be able to do upon
successful completion of the unit.
Assessment Criteria are descriptions of the requirements that a learner is expected to meet in
order to demonstrate that a learning outcome has been achieved.
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15. Initial Registration
Registration and Certification
Learners should be registered and certificated via BIIAB’s On-line Registration and Certification
Service (ORCS) www.orcs.biiab.org. Please refer to BIIAB’s Centre Guidance for using ORCS.
Equal Opportunities and Diversity Policy
BIIAB has in place an equal opportunities policy, a copy can be found in the secure CentreZone section of www.biiab.org BIIAB has a reasonable adjustment policy in place, a copy of which is provided to all BIIAB approved centres and can be found in the secure CentreZone section of www.biiab.org
BIIAB is committed to ensure that:
Approved centres operate an equal opportunities policy
Approved centres communicate the policy to staff and learners
Approved centres have an effective complaints and appeals procedure of which both staff and learners are made aware
Approved centres are aware of their responsibilities in providing equality of opportunity, particularly with regard to provision for learners with particular assessment requirements.
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16. Qualification Review and Feedback BIIAB is committed to the ongoing review of this qualification to ensure it remains fit-for-purpose. This review approach involves the collation of evidence in the form of any information, comments and complaints received from users of this qualification in relation to its development, delivery and award. BIIAB will give due regard to any credible evidence received which suggests that a change in approach to the development, delivery and award of this qualification is required in order to ensure that no adverse effects will result. This qualification will be periodically reviewed and revised to ensure the content remains relevant, the assessment approach remains appropriate and that it remains valid and fit for purpose.
17. Units
The following three units are mandatory for the BIIAB Level 2 Award for Working as a Security
Officer within the Private Security Industry. There are no optional units for either qualification.
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Unit Title: Working within the Private Security Industry
Unit Code: K/506/7176
Level: 2
Minimum Contact Time: 1 hour
Total Unit Time: 10 hours
Learning Outcomes and Assessment Criteria:
Learning Outcome - The learner will: Assessment Criterion - The learner can:
1 Know the main characteristics of the
Private Security Industry
1.1 Identify the key purposes of the private
security industry
1.2 State the functions of the Security Industry
Authority (SIA)
1.3 Identify standards of behaviour required
of a security operative
1.4 Identify different sectors within the
private security industry
1.5 Identify the benefits of linking with crime
reduction initiatives
2 Understand legislation as it applies to
the individual in carrying out a
licensable activity
2.1 Identify the differences between Civil and
Criminal Law
2.2 State the main aims of the Private Security
Industry Act 2001
2.3 Identify key legislation relating to
promoting equality and diversity in the
workplace
3 Understand the importance of safe
working practices to comply with legal
requirements
3.1 State the importance of Health & Safety in
the work environment
3.2 State the meaning of ‘duty of care’
3.3 Identify the responsibilities of employees,
employers and the self-employed under
Health and Safety at Work legislation
3.4 Identify methods for safe manual handling
3.5 Recognise ‘risks’ in relation to health and
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safety at work
3.6 State how to minimise risk to personal
safety and security
3.7 Identify typical workplace hazards
3.8 Identify safety signs and signals
3.9 State reporting procedures for Health and
Safety accidents and incidents
3.10 Identify who to contact in first aid
situations
4 Understand fire procedures in the
workplace
4.1 Identify basic fire safety measures
4.2 Identify the elements that must be present
for fire to exist
4.3 Identify classifications of fire
4.4 Identify basic fire fighting equipment
4.5 State the different types of fire
extinguishers and their uses
4.6 State the actions to be taken upon
discovering a fire
4.7 State the importance of understanding fire
control panels
4.8 State the importance of understanding fire
evacuation procedures
4.9 Identify the role and responsibilities of a
fire marshal
5 Understand emergencies and the
importance of emergency procedures
5.1 Identify responses to different types of emergencies
5.2 State how to make emergency calls
5.3 Identify actions to be taken in the event of personal injury
5.4 Identify factors which may indicate individuals could be vulnerable and at risk of harm
5.5 State actions to take when individuals have been identified as vulnerable and at risk of harm
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5.6 Identify how to report indicators of child sexual exploitation
5.7 Identify behaviours that could indicate suspicious or terrorist activity
5.8 Identify actions to be taken in the event of a security threat
5.9 State the importance of a business continuity plan
6 Understand the importance of
communication skills and customer
care
6.1 State the basic elements of communication
6.2 Identify the different types of communication
6.3 State the importance of communication in delivering customer care
6.4 Identify different types of customers and how their needs can vary
6.5 State the principles of customer care
6.6 Identify best practice in relation to telephone communications
6.7 Identify best practice in relation to radio
communications
6.8 Recognise the call signs of the NATO phonetic alphabet
Indicative Content:
Learning Outcome Indicative Content
1 Know the main characteristics
of the Private Security Industry
1.1 Identify the key purposes of the private security industry
Prevent and detect crime and unauthorised activities (use of CCTV, presence of uniformed guards, visible security signs)
Prevent and reduce loss, waste and damage (protection of life; reduced loss of goods from shoplifting, burglary and pilfering; reduced damage to buildings and contents)
Monitor and responding to safety risks (controlling site access and egress, performing searches, supervising premises evacuation, responding to emergencies)
Provide personnel and appropriate protection systems for people, property and premises
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1.2 State the functions of the Security Industry Authority (SIA)
Protect the public and regulate the security industry (licensing, industry regulations)
Raise industry standards (Approved Contractor Scheme, licensing for all regulated security businesses)
Monitor the activities and effectiveness of those working in the industry (inspections, updating and improving legislation)
Set and approve standards of conduct, training and supervision within the industry (SIA Standards of Behaviours, regulation of training providers and training programmes)
Keep under review the private security industry and the operation of the legislative framework
1.3 Identify standards of behaviour required of a security operative
Personal appearance (smart presentable attire, meet employer guidelines, carry SIA licence while on duty)
Professional attitudes and skills (act without discrimination, professionalism, courtesy, personal integrity and understanding, moderate language, alertness, fitness for work)
General conduct (not accept bribery, never abuse power of authority, not drink alcohol or be under the influence of alcohol or un-prescribed drugs on duty, comply with employer and regulator codes of practice and guidelines)
Organisation/Company Values and Standards (adhere to employer standards, procedures and policies; awareness of employer culture and values)
1.4 Identify different sectors within the private security industry
Licensed sectors in manned guarding: vehicle immobilisation; security guarding, door supervision; CCTV; close protection, cash and valuables in transit, keyholding
Other sectors: private investigation; events security (stewarding); electronic security and fire security systems, dog handling
1.5 Identify the benefits of linking with crime reduction initiatives
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Crime reduction initiatives: National PubWatch, local PubWatch initiatives; Crimestopper; partnership working ( initiatives to radio link with other venues); Red and Yellow cards; cooperating with Local Authority and police)
Benefits: reduces the opportunity for crime to take place; improves security of vulnerable targets; improves the environment; removes the means to commit crime; increased knowledge to support monitoring activities; reduces risk of crime to own employer
2 Understand legislation as it
applies to the individual in
carrying out a licensable activity
2.1 Identify the differences between Civil and Criminal Law
Main features of Civil law: purpose is to right a wrong; cases brought by individuals or organisations; compensation for loss or damage as remedy; proven on balance of probabilities
o Types of offences: trespass, breach of contract
Main features of Criminal Law: purpose is to deter and punish; cases brought by the Crown; fines and imprisonment as remedy; proven beyond reasonable doubt
o Types of offences: common assault, actual bodily harm, grievous bodily harm, violence undertaking licensable activities without an SIA licence; permitting drug related activities to take place on licensed premises (supplying and/or consuming illegal drugs)
2.2 State the main aims of the Private Security Industry Act
2001
Raise standards in the private security industry
Increase public confidence in the private security industry
Increase public safety
Remove criminal elements from the private security industry
Establish the SIA (Security Industry Authority)
Establish licensing
2.3 Identify key legislation relating to promoting equality
and diversity in the workplace
Key Legislation: Equalities Act 2010; Human Rights
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Act 1998
Protection from discrimination in the workplace: o protected characteristics:
race/ethnicity/nationality, gender, religion or belief, disability, sexual orientation, gender reassignment, marriage/civil partnership, age, pregnancy and maternity
o direct and indirect discrimination
Areas where equal opportunities legislation applies: recruitment; access to training; pay and benefits; promotion opportunities; terms and conditions; redundancy; dismissal
Employer’s duty to make reasonable adjustments
3 Understand the importance of
safe working practices to comply
with legal requirements
3.1 State the importance of Health & Safety in the work
environment
Duty of care
To keep employees and customers safe
To avoid damage to equipment and property
To comply with legislation; consequences of failure to comply (prosecution, fines, business closure)
To avoid negative consequences (lost productivity, business disruption, staff shortages, long-term effects on employee health, damage to organisation’s image and reputation)
3.2 State the meaning of ‘duty of care’
Definition: requirement to act with a standard of reasonable care while carrying out any actions that could foreseeably harm others; legal requirement under Common Law
Exercising duty of care: deciding the need and recognising the consequences of physical intervention; fully trained to deal with all aspects of the job; fit and proper to engage in security activities
3.3 Identify the responsibilities of employees, employers
and the self-employed under Health and Safety at Work
legislation
Responsibilities of employees and the self-employed: to take responsibility for own health and safety; to co-operate with employer; to take reasonable care and not put themselves or public at risk; to report injuries and accidents to employer; to
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follow processes and procedures put in place by their employer
Responsibilities of employers: to assess and reduce risk; to provide first aid facilities; to tell staff about hazards; to provide training if required; to record injuries and accidents; to provide and maintain necessary equipment and clothing and warning signs
3.4 Identify methods for safe manual handling
Assessment of load: know own limits; plan route; use of mechanical aid; stable base; correct positioning of head, feet and back; correct positioning of load; smooth movements; avoidance of twisting; push rather than pull
3.5 Recognise ‘risks’ in relation to health and safety at work
Definition of risks: likelihood that a person may be harmed or suffer adverse health effects if exposed to a hazard
Risk factors: drug use, drunken behaviour, violence, overcrowding, excessive heat, blocked fire exits, inadequate fire safety measures
Risks to health and safety: injury, ill health, fatality Risk assessment process: identify hazards; evaluate
risks (low, medium, high) record findings; review and implement changes to remove or minimise hazards
3.6 State how to minimise risk to personal safety and
security
Awareness of potential hazards Understanding the risk assessment process Following health and safety and organisational
procedures and policies Use of appropriate personal protective equipment,
personal alarms and mobile phones, radios Procedures for lone working
3.7 Identify typical workplace hazards
Definition of ‘hazard’: potential source of harm; adverse health effect on a person or persons
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Typical workplace hazards: conditions that cause slips and trips (footwear, wet floor, poor lighting); exposure to harmful substances; obstacles; sharp objects; assaults and violent acts; manual handling; faulty equipment; fires and explosions; overexertion; lone working
3.8 Identify safety signs and signals
Types of safety signs: prohibition; warning; mandatory; emergency escape or first aid; safety colour; fire safety
Types of safety signals: hand; acoustic
3.9 State reporting procedures for Health and Safety
accidents and incidents
Reportable incidents and accidents under RIDDOR: work-related; dangerous occurrence; resulting in injury; occupational disease or death; gas related incident
Procedures: in line with organisational procedures; record in accident book; RIDDOR reporting (responsible person, reporting to the relevant enforcing authority, keeping records of incidents)
Reporting methods: online; telephone; by post)
3.10 Identify who to contact in first aid situations
First aid situations: bleeding; seizures; fractures; unconsciousness ; choking; shock; heart attack; stroke
Who to contact: designated first aider; nurse; ambulance services; referral to doctor/hospital; dependent on situation
Notify supervisor
4 Understand fire procedures in
the workplace
4.1 Identify basic fire safety measures
Control of fuel and ignition sources (bins and waste disposal)
Safe storage of flammables
Inspection and maintenance of electrical equipment (checking alarms, ensure adequate equipment - fire
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blanket/extinguishers sprinkler systems)
Staff training
Avoidance of overloading electrical points
Fire plan: fire walls; fire doors; emergency exits
4.2 Identify the elements that must be present for fire to
exist
Components of fire: the fire pyramid (oxygen, fuel, heat, chemical chain reaction)
4.3 Identify classifications of fire
A - Ordinary combustible: includes paper, wood, textiles, rubber
B – Flammable liquids e.g. petrol, paint, solvents
C - Flammable gas e.g. butane, propane
D - Metal fires e.g. powdered and metal shavings, alkali-based metals
Electrical fires (no classification as electricity is a source of ignition as opposed to a fuel).
F - Hot cooking oils
4.4 Identify basic firefighting equipment
Equipment: fire extinguishers (different colour codes ); fire blankets; fire hose; sprinkler system (wet/dry risers)
4.5 State the different types of fire extinguishers and their
uses
Water: use with paper, wood, fabric
General Foam: use with paper, wood; specialist foam for use with industrial alcohol; flammable liquids (secondary)
CO2 Gas: use with electrical fires (primary)
Wet chemical: cooking oil fires
Powder: use with most fires including liquid and electrical fires
4.6 State the actions to be taken upon discovering a fire
Sound the alarm and inform emergency services
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FIRE (Find, Inform, Restrict, Evacuate or Extinguish). Do not attempt if puts you in danger.
Identify area where fire is, isolate other areas
4.7 State the importance of understanding fire control
panels
Ensure full understanding of extent of area of incident
To pass on correct message to emergency services (materials, chemicals stored in affected area)
To act accordingly to the notifications
To take necessary precautions as signalled by the systems
4.8 State the importance of understanding fire evacuation
procedures
To keep self and others safe To save time in an emergency To assist emergency services To confirm evacuation
4.9 Identify the role and responsibilities of a fire marshal
Daily duties to check:
exit doors are available for use, unlocked and unobstructed
escape routes are clear of storage and combustible materials
fire extinguishers are in position with seals in place fire safety signs are in position fire alarm call points are unobstructed fire-resisting doors are closed and functioning
properly if any malfunction of the weekly fire alarm test is
reported In event of emergency:
on hearing the alarm
check allocated area to ensure that everybody has left, take roll call
take control of the evacuation and ensure that anybody with evacuation difficulties is aided
proceed to the assembly area and report to the Fire
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Co-ordinator
5 Understand emergencies and
the importance of emergency
procedures
5.1 Identify responses to different types of emergencies
Definition of emergency: situation that is unexpected,
threatens safety or causes serious disruption and requires
immediate action
Types of emergencies: power, system or equipment failure;
flood; actual or threatened serious injury; serious illness;
bomb threat
Responses to emergencies:
follow correct procedures depending on emergency
ensure safety of self and others
report to appropriate authorities
appropriate behaviour: act quickly, be authoritative, remain calm, encourage others to remain calm
prioritisation of incidents
5.2 State how to make emergency calls
Stay calm
Dial appropriate emergency telephone number and ask for relevant emergency service
Provide relevant information: location of incident; any injuries; names of casualties; telephone number you are calling from; nature and time of the incident; equipment at the incident
5.3 Identify actions to be taken in the event of personal
injury
Contact designated first aider or call the emergency services, as appropriate
Ensure safety of self and others
Deal with injury within limits of own ability and authority
Record the injury in the accident book (name and address of person injured, details of the incident that caused injury, witnesses)
5.4 Identify factors which may indicate individuals could be
vulnerable and at risk of harm
Individuals: adults, young people and children who
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the private security operative may come into contact with whilst on duty
Factors indicating vulnerability: being under the influence of alcohol or drugs; alone or receiving unwanted attention; separated from friends; appearing lost or isolated; being followed or threatened; victims of domestic violence; young people under the age of 18, having a physical or learning disability
5.5 State actions to take when individuals have been
identified as vulnerable and at risk of harm
Seeking help of Street Pastors, Street Marshalls or any other active schemes
Calling a relative to assist in the case of a younger or vulnerable adult
Calling for a licensed taxi to take the vulnerable person home
Using ‘safe havens’ or other local initiatives run by organisations such as St John’s Ambulance
Calling the police
5.6 Identify how to report indicators of child sexual
exploitation
Indicators of child sexual exploitation:
Children and young people in the company of older people or anti-social groups, acting in an inappropriate and sexualised way; intoxicated; arriving and departing a location with different adults; getting into and out of a number of different cars
Reporting:
contact the police or call Crimestoppers Report as soon as possible
5.7 Identify behaviours that could indicate suspicious or
terrorist activity
Person taking particular interest in security measures, making unusual requests for information,
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testing security by breaching restricted areas, loitering, tampering with utilities
Person with forged, altered or stolen identity documents, documents in different names, with large amounts of cash, inappropriately dressed for season/location; taking photos or making drawings
Parked vehicles with people inside; empty parked vehicles left unattended for long period
Multiple sightings of same suspicious person, vehicle, or activity
5.8 Identify actions to be taken in the event of a security
threat
Ensuring a visible presence of vigilant security staff; regular patrols
Maintaining organised search procedures
Ensuring emergency exits are secured when not in use Know and follow relevant procedure for your place of work (company’s evacuation plan; within the limits of your own authority)
Reporting incident requiring immediate response to the police.
Reporting suspicious activity that does not need immediate response to the Anti-Terrorist Hotline.
5.9 State the importance of a business continuity plan
Ensures important business operations continue in event of an emergency or incident
Allows for remote operation; protects important assets such as financial and operating information; reduces potential downtime; prevents business failure
6 Understand the importance of
communication skills and
customer care
6.1 State the basic elements of communication
Communication process: sender; receiver; communication channel (telephone, face-to-face, written); message (encoding, decoding); noise (external, psychological, physical); feedback
6.2 Identify the different types of communication
non-verbal communication: body language (gesture, stance, eye contact, facial expression, physical distance); tone of voice (pitch inflection, volume); written communication
verbal communication: speaking (tone); listening
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6.3 State the importance of communication in delivering
customer care
Features of effective communication: choosing language and medium appropriate for message and recipient; delivering message clearly; checking understanding
Importance of effective communication: greater organisational efficiency and effectiveness; better team working; meet customer needs and expectations; better resolve customer problems and complaints; create a good impression and present a positive organisational image; reduce conflict; managing customer expectations
6.4 Identify different types of customers and how their
needs can vary
Types of customer: internal and external, direct and indirect
Customer needs/expectations: information, assistance, directions, product and/ service
Customers with particular needs: physical difficulties; learning difficulties; sensory impairment; English as second language; under influence of drugs and/or alcohol; speech impediment
6.5 State the principles of customer care
Principles: establishing rapport; understanding customer needs and expectations; listening to the customer; empathising; communicating information; being polite; efficient, knowledgeable; helpful; approachable
Dealing with problems: acknowledge the customer; establish the customer’s needs; put yourself in the customer’s position; accept responsibility for resolving problem; involve the customer in the solution; see it through
6.6 Identify best practice in relation to telephone
communications
Best practice: polite and professional approach and language; appropriate greeting when answering phone; clear distinct voice with moderate pitch and volume; listening to verbal and vocal expressions; use of questioning techniques; providing
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appropriate information; maintaining confidentiality; leaving, taking and passing on messages accurately; recognise limits of own authority; use of phonetic alphabet; completing relevant phone logs and records
6.7 Identify best practice in relation to radio
communications
Check equipment; battery charged; check all parts are in working order
Uses of phonetic alphabet: enables quick identification of individuals; enables spelling of words during transmissions to avoid misunderstandings
Methods used to communicate clearly and accurately over a radio network: use of radio protocols to signal start/end of transmissions; use of clear and concise language; ensure clear and effective communication; ensure urgent incidents are dealt with quickly
How to deal with an emergency incident: local organisational protocols ( identification of self, call sign); state ‘urgent message’; radio controller stops other traffic on network and switches radio to ‘talk-through’; state location and pertinent details of incident
6.8 Recognise the call signs of the NATO phonetic alphabet
Call signs: correlate to each letter from phonetic alphabet; local policies regarding call signs allocated
Assessment: This unit will be assessed by an externally set and marked multiple choice question
paper consisting of 40 questions. The examination will last for 60 minutes and learners will be
required to correctly answer 28 of the 40 questions in order to pass.
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Unit Title: Working as a Security Officer within the Private Security Industry
Unit Number: Y/506/7108
Level: 2 Minimum contact time: 10 hours Total Unit Time: 10 hours Learning Outcomes and Assessment Criteria:
Learning Outcome - The learner will: Assessment Criterion - The learner can:
1 Understand the role of a security
officer within the private security
industry.
1.1 Identify the duties and responsibilities of
a security officer
1.2 State the purposes of assignment
instructions
1.3 Identify the purposes of control rooms
1.4 Identify items of equipment needed by a
security officer when on duty
1.5 State the meaning of the term
“confidentiality” within the context of a
security officer’s responsibility
2 Understand the law relevant to the
role of a security officer.
2.1 Identify common crimes that a security
officer may encounter
2.2 Identify different types of trespass
2.3 State actions to take when dealing with
trespassers
2.4 State a security officer’s power of arrest
2.5 State arrest procedures to be followed
by a security officer
2.6 Identify different types of evidence
2.7 State how to preserve evidence after an
incident
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2.8 State crime reporting procedures
2.9 State the law relating to the use of force
3 Understand the importance of, and
reasons for, patrolling.
3.1 State the purpose of patrolling
3.2 State the importance of different types
of patrols
3.3 Identify actions to take before starting a
patrol
3.4 State patrolling procedures and
techniques
3.5 State the importance of local and site
knowledge
3.6 State the importance of check calls
3.7 Identify common incidents encountered
when on patrol
3.8 State actions to take when incidents are
encountered on patrol
4 Understand access and egress control. 4.1 State the purpose of access and egress
control
4.2 Identify different methods of access and
egress control
4.3 State typical access and egress control
duties of a security officer
4.4 State the powers of entry of authorised
persons
5 Understand searching relevant to a
security officer.
5.1 Identify a security officer’s right to
search
5.2 Identify the different types of search
5.3 Recognise hazards when conducting a
search
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5.4 State the precautions to take when
carrying out a search
5.5 State how to search people and their
property
5.6 State how to search vehicles
5.7 Identify actions to take in the event of a
search refusal
5.8 Identify search documentation that a
security officer is required to complete
5.9 Identify actions to take if a prohibited or
restricted item is found during a search
5.10 Identify additional considerations to take
when searching individuals.
6 Understand the purpose and functions
of different types of electronic and
physical protection systems.
6.1 State the types and purposes of
electronic and physical protection
systems.
6.2 State the features and functions of
electronic and physical protection
systems
6.3 Identify how electronic and physical
protection systems assist a security
officer
6.4 State actions to take in response to
different types of alarm activations
6.5 State the meaning of the term “false
alarm”
6.6 Identify potential threats to electronic
and physical protection systems
7 Understand reporting and record
keeping relevant to a security officer.
7.1 Identify different types of report
7.2 State basic report writing techniques
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7.3 State the purpose of notebooks
7.4 Identify information that should be
included in notebooks
7.5 State the purpose of incident reports
7.6 Identity information to include in
incident reports
7.7 State the importance of hand-over
reports and briefings
7.8 Identify information that should be
included in hand-over reports and
briefings
Indicative Content:
Learning Outcome Indicative Content
1 Understand the role of a security officer within the private security industry.
1.1 Identify the duties and responsibilities of a security officer
Protect life
Prevent and deter crime
Prevent loss
Protect property
Part of the extended police family/other agencies
Respond to incidents
Control site access/egress
Customer liaison
Provide a safe and secure environment
1.2 State the purposes of assignment instructions
Describes the security officer’s roles and duties for a specific site
Outlines actions to take in an emergency, including contact numbers
Part of the contract between the “client/customer” and the security company
1.3 Identify the purposes of control rooms
Monitors activity on a site
Provides assistance and emergency back up support for
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security officers
Provides an additional resource (eg CCTV) to monitor remote, vulnerable and secure areas.
1.4 Identify items of equipment needed by a security officer when on duty
Communication equipment (radios; mobile phones)
Personal protective equipment
Site specific, and patrol equipment (keys, swipe cards, access fobs etc)
Notebooks, pens
1.5 State the meaning of the term “confidentiality” within the context of a security officer’s responsibility
Keeping site information secure
Only disclosing information to authorised persons
2 Understand the law
relevant to the role of a
security officer.
2.1 Identify common crimes that a security officer may encounter
Includes, but is not limited to:
Theft
Burglary Robbery
Assault
Actual/Grievous Bodily Harm
Trespass
Breach of the peace
Threats to damage (Threats to commit criminal damage – Northern Ireland)
Criminal damage with intent
2.2 Identify different types of trespass
Civil (trespass to land)
Criminal (re Criminal Justice and Public Order Act 1994 – raves, squatting etc)
2.3 State actions to take when dealing with trespassers
To request trespassers to leave premises within a reasonable time
To explain reasons for requesting to leave
To ensure that a person is trespassing and not just lost
To take action (eject) if refusal to leave peacefully
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2.4 State a security officer’s power of arrest
Arrest is a last resort
No special power of arrest (only the same as any other citizen)
Can arrest for indictable offences and breach of the peace (under Common Law).
Powers of arrest as per Section 24A of PACE (as amended by the Serious Organised Crime and Police Act).
2.5 State arrest procedures to be followed by a security officer
Inform person being arrest that they are being arrested; the reason for the arrest; the offence they are believed to have committed; that the police have been called
Hand person over to police, explaining reason for arrest and any supporting evidence eg. witnesses, CCTV, property.
Only use reasonable force (where necessary)
Responsible for welfare of arrested person
Ensure any evidence not destroyed/disposed of
Record details of arrest as soon as possible; assist police with a statement if required
Ensure own and others safety
2.6 Identify different types of evidence
Direct
Primary
Secondary
Circumstantial
Hearsay
Forensic
2.7 State how to preserve evidence after an incident
Securing the scene
Controlling and restricting access
Not touching/moving items
Co-operate with emergency services
2.8 State crime reporting procedures
As soon as practical after the event
Follow assignment instructions, and appropriate reporting
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procedures, eg. emergency services, client, employer (as relevant)
Importance of notebook entries
Complete formal incident report/police statement/site specific report as appropriate
2.9 State the law relating to the use of force
As per Criminal Law Act 1967, Chapter 58: o a person may use such force as is reasonable in
the circumstances in the prevention of crime, or in effecting or assisting in the lawful arrest of offenders or suspected offenders or of persons unlawfully at large
Force can be used to protect self, as self-defence
Force can be used to make a lawful arrest and prevent a crime
Force can be used to eject a trespasser from private premises
Force can be used to prevent a breach of the peace
Any use of force must be fully justified and properly reported and recorded
Security officers can be prosecuted if they use unnecessary or excessive force
3 Understand the
importance of, and reasons
for, patrolling.
3.1 State the purpose of patrolling
Visual deterrent
Identifies any weaknesses in site security and actions needing to be taken
3.2 State the importance of different types of patrols
First or Initial: Those patrols carried out at the beginning of a shift, (or takeover/handover) to identify problems/incidents that need to be dealt with
Random: Patrols carried out a random times, in order to prevent patterns developing
Internal: Those carried out inside premises/property
External: Patrolling outside premises/property
Final: The last patrol carried out before the security officer goes off duty, to ensure that any areas requiring attention have been identified/dealt with
Snap, or “one-off” patrol: An additional patrol carried out to respond to a specific incident or situation
Lock up/unlock patrols, when required.
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3.3 Identify actions to take before starting a patrol
Check that communication equipment is in working order
Check assignment instructions for frequency/requirements/route
Inform relevant people at beginning (and end) of patrol
3.4 State patrolling procedures and techniques
Follow assignment instructions
Vary routes and times so that set patterns do not emerge
Use relevant (mechanical or electronic) clocking devices to record patrol information
Maintain regular contact with colleagues/control room
Be vigilant, eg for intruders/fire; checking fire exits; checking doors and windows are secure etc.
3.5 State the importance of local and site knowledge
Awareness of any local crime issues that may affect security of site
Identify suspicious persons, vehicles, packages
Identify site security breaches
Challenge the unusual/unexpected
3.6 State the importance of check calls
Maintains contact with colleagues/control room
Contributes to safety of security officer
Checks that all radio systems are functioning
Provides opportunity to identify any areas of poor radio transmission
3.7 Identify common incidents encountered when on patrol
Suspicious people, vehicles, packages
Breaches in site security, such as perimeter fences, broken windows, damaged locks
Identification of hazards, dangers
Intruders
3.8 State actions to take when incidents are encountered on
patrol
Report to control room
Call the emergency services
Record details in notebook
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Write an incident report
Challenge intruders
4. Understand access and
egress control.
4.1 State the purpose of access and egress control
Controls the entry and exit of all staff/visitors and customers
Records who is on site at any given time
Provides information in the event of evacuation, emergencies
Protects safety of staff and visitors
To allow entry to only authorised persons
4.2 Identify different methods of access and egress control
Signing in/signing out
Visitor logs and passes
Swipe cards
Pin entry
Biometric readers
CCTV
Mechanical devices (eg. raised kerbs; cats claws; barriers; turnstiles)
4.3 State typical access and egress control duties of a security
officer
Checking for authority to enter premises
First point of contact, so creates customer impression
Providing directions
Staffing access points/checkpoints
Controlling issue/return of visitors passes
Recording visitor information
Operating access/egress control equipment
Refusing entry and removing unauthorised persons
4.4 State the powers of entry of authorised persons.
Includes HM Revenue and Customs; police officers; Health and Safety Inspectors; Fire Officers
Do not have to give advance notice of visit
Must provide valid proof of identity
5 Understand searching
relevant to a security
officer.
5.1 Identify a security officer’s right to search
Permission of person being searched
As a condition of entry/admissions policy
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As stated in assignment instructions
5.2 Identify the different types of search
General: everyone
Random: eg. One in every four people
Specific: selected individual/vehicle
5.3 Recognise hazards when conducting a search
Sharp objects
Drugs
Weapons
Malicious allegations of theft
Un co-operative client/customer
5.4 State the precautions to take when carrying out a search
Protective clothing (eg. Safety gloves)
Be professional at all times
Use a designated search area (if possible)
Search in view of CCTV (if possible)
Search in pairs (if possible)
Note: Practical searching activities are a mandatory requirement
for delivery of assessment criteria 5.5; 5.6.
5.5 State how to search people and their property
Gain permission prior to search
Follow search policy/assignment instructions
Use appropriate PPE
Same sex searching policy
Self-search techniques
Where possible, search with a witness and in view of CCTV
5.6 State how to search vehicles
Ensure own health and safety (correct clothing and footwear; avoid inhaling vehicle fumes; be aware of other moving vehicles; be visible to other drivers; constantly monitor for hazards and risk in the search area)
Typical locations for search: in tool box or under floor covering in the boot; beneath/behind removable back seats; in webbing of seats; under, behind or in spare
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wheel; glove compartments; behind battery or other compartments; behind panelling in boot; under seats; door pockets; under carpet; front and rear bumpers
Carry out level/type of search according to assignment instructions
5.7 Identify actions to take in the event of a search refusal
Explain reasons for search
Ask for reason for refusal
Follow assignment instructions
Record details in search register
5.8 Identify search documentation that a security officer is
required to complete
Search book/ register
Search report
Incident book/ report
5.9 Identify actions to take if a prohibited or restricted item is
found during a search
Follow assignment instructions
Inform control room/senior management
Seize/secure, item (where relevant/appropriate)
Record details of find
Inform police (where relevant/appropriate)
5.10 Identify additional considerations to take when searching
individuals
Cultural and religious
People with a disability
Minors
6 Understand the purpose
and functions of different
types of electronic and
physical protection
systems.
6.1 State the types and purposes of electronic and physical
protection systems
Access/egress control systems: to control entry/exit of site/premises
Fire alarm systems: to detect fire/heat/smoke
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CCTV systems: to record and monitor activity on site
Maintenance systems: to inform staff of faults with equipment
Electronic Article Surveillance (EAS): to secure retail items (tags)
6.2 State the features and functions of electronic and physical
protection systems
Access/egress control: swipe cards; biometric readers; raised kerbs; key pads. Control access to/entry from premises.
Fire: heat/smoke detectors; audible alarms; flashing lights. Detect a change of “state”
CCTV: PTZ cameras; fixed cameras. Monitor and record activity on site
Maintenance systems: alert staff to faults with systems
EAS: tagging, normally of high value items in retail stores, trigger alarm if item removed whilst tag still in place.
6.3 Identify how electronic and physical protection systems assist
a security officer
Provide information of incidents on site that require action
6.4 State actions to take in response to different types of alarm
activations
To identify the type of alarm activation and its location
Follow assignment instructions
6.5 State the meaning of the term “false alarm”
An alarm activation that requires the emergency services to attend unnecessarily. This could include alarms that activate in error.
6.6 Identify potential threats to electronic and physical protection
systems
Sabotage
Malfunction
User error
7 Understand reporting 7.1 Identify different types of reports
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and record keeping
relevant to a security
officer.
Incident reports
Handover reports
Police statements/MG11
Log book entries
Search registers
Visitor logs
Other site specific reports
7.2 State basic report writing techniques
Accurate
Factual, not personal opinions
Timely
Errors to be crossed through and initialled
No correcting fluids, don’t tear out pages, no blank lines, no writing between lines
Signed and dated
7.3 State the purpose of notebooks
Can be an aide memoire when patrolling
Record routine and unusual events
Can be used as evidence in Court
7.4 Identify information that should be included in notebooks
Routine information, eg. Patrol routes, times on/off duty
Record unusual events or occurrences, descriptions, car registration details
Not for personal use
7.5 State the purpose of incident reports
Potential for use as evidence in Court
Provides a written record of what has taken place
Can justify a security officer’s actions
7.6 Identity information to include in incident reports
Date time and location of incident
Accurate information about the incident: what was seen; who was involved; what action was taken
Details of witnesses
Descriptions of people, vehicles 7.7 State the importance of hand-over reports and briefings.
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/7.8 Identify information that should be included in hand-over
reports and briefings.
Handover any necessary equipment/keys
Opportunity to share information: incidents since last on duty; details of any ongoing incidents; any specific duties for next shift
Highlight any vulnerable areas; secure, insecure areas; site hazards
Details of people still on site, expected visitors/deliveries
Assessment: This unit will be assessed by an externally set and marked multiple choice question
paper containing 40 questions. The examination will last for 60 minutes and learners will be
required to correctly answer 28 of the 40 questions in order to pass.
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Unit Title: Conflict Management within the Private Security Industry
Unit Number: Y/506/7125 Level: 2 Minimum contact time: 7.5 hours Total Unit Time: 8 hours Learning Outcomes and Assessment Criteria:
Learning Outcome - The learner will: Assessment Criterion - The learner can:
1 Understand the principles of conflict management appropriate to their role
1.1 State the importance of positive and constructive communication to avoid conflict
1.2 State the importance of employer policies, guidance and procedures relating to workplace violence
1.3 Identify factors that can trigger an angry response in others
1.4 Identify factors that can inhibit an angry response in others
1.5 Identify human responses to emotional and threatening situations
2 Understand how to recognise, assess and reduce risk in conflict situations
2.1 State how managing customer expectations can reduce the risk of conflict
2.2 Identify the stages of escalation in conflict situations
2.3 State how the application of dynamic risk assessment can reduce the risk of conflict
2.4 State the importance of positioning and exit routes
3 Understand how to communicate in emotive situations to de-escalate conflict
3.1 State how to use non-verbal communication in emotive situations
3.2 State how to overcome communication barriers
3.3 Identify the differences between assertiveness and aggression
3.4 Identify ways of defusing emotive conflict situations
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Learning Outcome - The learner will: Assessment Criterion - The learner can:
3.5 Identify approaches to take when addressing unacceptable behaviour
3.6 State how to work with colleagues to de-escalate conflict situations
4 Understand how to develop and use problem solving strategies for resolving conflict
4.1 State the importance of viewing the situation from the customer’s perspective
4.2 Identify strategies for solving problems
4.3 Identify win-win approaches to conflict situations
5 Understand good practice to follow after conflict situations
5.1 State the importance of accessing help and support following an incident
5.2 State the importance of reflecting on and learning from conflict situations
5.3 State the benefits of sharing good practice
5.4 State why security operatives should contribute to solutions to recurring problems
Indicative Content:
Learning outcome Indicative content
1 Understand the principles of
conflict management
appropriate to their role
1.1 State the importance of positive and constructive communication to avoid conflict
Importance of positive and constructive communication
Be positive, professional, calm, clear and polite
Good communication skills are vital to defuse and avoid conflict
1.2 State the importance of employer policies, guidance and procedures relating to workplace violence
Meeting Health and Safety at Work legislation
Sets an expectation for both staff and customers as to what behaviour is and is not acceptable
Makes staff aware of their responsibilities in regards to workplace violence
Ensures staff are aware of the procedures to follow in
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the event of a violent situation
Details reporting procedures
1.3 Identify factors that can trigger an angry response in others
Feeling embarrassed
Feeling insulted
Feeling threatened
Loss of face
Being ignored
Peer pressure
Feeling patronised
The feeling of not being taken seriously
Alcohol, drugs and medical conditions will increase the chances of triggering an angry response
1.4 Identify factors that can inhibit an angry response in others
Self-control
Personal values
Fear of retaliation
Social or legal consequences
1.5 Identify human responses to emotional and threatening situations
Fight or flight response o Fear o Adrenaline o Shock o fear of being “blocked in”
2. Understand how to recognise,
assess and reduce risk in conflict
situations
2.1 State how managing customer expectations can reduce the
risk of conflict
Understand customer expectations
Listen carefully
Apologise
Empathise
Keep calm
Provide options
Acknowledge the customers frustrations/anger
Take action and explain procedures
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2.2 Identify the stages of escalation in conflict situations
Frustration
Anger
Aggression
Violence
2.3 State how the application of dynamic risk assessment can
reduce the risk of conflict
Recognise potential threats
Assess a situation
Adjust the response required to meet the risk present
Step back, assess threat, find help, evaluate options and respond
2.4 State the importance of positioning and exit routes
Maintain personal space
Ensure an escape route is visible for all parties
Non-aggressive stance
3 Understand how to
communicate in emotive
situations to de-escalate conflict
3.1 State how to use non-verbal communication in emotive
situations
Signalling non-aggression through non-verbal communication (stance, gestures, body language, eye contact, open handed gestures)
Personal space awareness
3.2 State how to overcome communication barriers
What is a barrier:
Physical barriers (heat, pain, fear, noise, shock, language, mental illness)
Psychological barriers (culture, fear of authority, attitude, belief)
How to overcome communication barriers:
Physical barriers (speak clearly, adopt non-aggressive stance, maintain space, move to quieter/lighter space)
Psychological barriers must take extra care (speak clearly, make sure you are non-threatening, explain what you are doing, move to a quieter/lighter space)
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3.3 Identify the differences between assertiveness and
aggression
Aggressive behaviour (threatening tone and positioning, gestures and words)
Assertive behaviour (firm but fair, calm, normal positioning and body language, polite)
3.4 Identify ways of defusing emotive conflict situations
Empathy
Building rapport
Win-win
Positive communication
Active listening
Providing assistance e.g. calling a taxi, including management in discussions
3.5 Identify approaches to take when addressing unacceptable
behaviour
Non-aggressive body language
Empathy
Be positive and assertive
Actively listen
3.6 State how to work with colleagues to de-escalate conflict
situations
Positioning
Switching to or from a colleague
Dynamic risk assessment
LO 4 Understand how to develop
and use problem solving
strategies for resolving conflict
4.1 State the importance of viewing the situation from the
customer’s perspective
Builds rapport
Enables empathy
Helps to diffuse conflict situations
Understand conflict situations
4.2 Identify strategies for solving problems
Managing customer expectations
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Building rapport
Find a mutual understanding
Empathy
Explanation of reasons
4.3 Identify win-win approaches to conflict situations
Both sides come out of encounter satisfied
Problem solving and negotiation
Ways to achieve a win-win situation
5. Understand good practice to
follow after conflict situations
5.1 State the importance of accessing help and support
following an incident
Sources of support through colleagues, management and counsellors
Reduces the chances of long-term problems such as depression, anxiety, fear, post-traumatic stress
5.2 State the importance of reflecting on and learning from
conflict situations
Sharing good practice
Make improvements
Recognise trends and poor practice
5.3 State the benefits of sharing good practice
prevent reoccurrence of the same problem
Improve procedures for conflict situations
Common response to situations
5.4 State why security operatives should contribute to
solutions to recurring problems
To increase safety for staff and customers
Identify procedures or methods to deal with situations effectively
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Assessment: This unit will be assessed by an externally set and marked multiple choice question
paper containing a minimum of 20 questions. The examination will last for 30 minutes and
learners will be required to correctly answer 14 of the 20 questions to pass.
Guidance for Tutors: The Conflict Management unit covers a number of security roles
performed in a diverse range of environments. Although the environments may contrast there
are common elements to most security roles in terms of communication and conflict
management and these can be defined in the generic core of learning objectives set out below.
Delivery of this unit to security officers the below scenarios must be covered:
Enforcement Scenario: A situation that requires demonstration of positive
communication skills when dealing with other persons on day-to-day issues, such as,
access control and identity checks.
Defusing Scenario: A situation that requires demonstration of effective communication
skills in calming an emotive situation, such as, an angry customer.
Confronting Scenario: A situation that requires non aggressive but firm handling of
unacceptable behaviour such as foul language or breach of rules of entry.
High Risk Scenario: An obvious risk situation that demands accurate threat assessment,
decision-making skills and safe practice.
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Notices
This book does not purport to contain an authoritative or definitive statement of the law or practice
on any subject and the publishers supply the information on the strict understanding that no legal or
other liability attaches to them in respect of it. References to sources of further guidance or
information have been made where appropriate.
© BIIAB August 2017
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